loss of biodiversity - ap central · loss of biodiversity module for ap® environmental science 3....

A P ® E n v i r o n m e n t a l S c i e n c e :

S t u d e n t W o r k b o o k

LOSS OFBIODIVERSITY

2 LOSS OF BIODIVERSITY MODULE FOR AP® ENVIRONMENTAL SCIENCE

Getting to Know the Topic–Globally ..........................................................................................................................................................4

Getting to Know the Topic–Locally ............................................................................................................................................................5

Ecosystem Services—Putting a Price Tag on Nature............................................................................................................................6

Problem Tree............................ ........................................................................................................................................................................8

Needs Assessment.........................................................................................................................................................................................9

Solution Tree..................................................................................................................................................................................................10

Reflect: Investigate and Learn..................................................................................................................................................................11

Summarizing Your Investigation...............................................................................................................................................................12

Approaches to Taking Action Information Sheet..................................................................................................................................13

Creating an Action Plan ..............................................................................................................................................................................14

Five Action Planning Pitfalls Tip Sheet..................................................................................................................................................15

Reflect: Action Plan .....................................................................................................................................................................................16

Student Log Sheet........................................................................................................................................................................................17

ContentsTable of

LOSS OF BIODIVERSITY MODULE FOR AP® ENVIRONMENTAL SCIENCE 3

more than

8milliontons

of plastics leak intothe oceaneach year .

That’s the same as one garbage truck

every single minute.

Getting to Know the Topic

Loss of Biodiversity: GloballyResearch shows that human activity can lead to rising overall global temperatures, causing sea levels to rise, glaciers to melt, and creating frequent and extreme weather events like hurricanes, floods, and tsunamis. Changing climate affects the air we breathe, the safety of drinking water, food production, shelter for the more than half of the world’s population that lives within 37 miles of the sea or ocean, and loss of biodiversity. Further human actions, such as deforestation, deep-ocean fishing, overharvesting of plant and animal species, as well as war and conflicts, also contribute to biodiversity loss.

Fast facts By 2025, hal f of the world’s population will be living in water-stressed areas.

17 of the 18 w armest years on record have occurredsince 2001.

P opulations of freshwater species have declined by 81% between 1970 and 2012.

Take your research to the next level! Check out more info, resources, and stats on global environmental issues at WE.org/ap/global-environment.

Taking Action GloballyThere are a number of ways that students can take action in their own school and community to help developing communities around the world restore their natural resources or become more resilient to climate change. Some ideas include:

Volunteer at an organization that works for global issues—many organizations offer ways to get involved on their websites and in their offices Collect supplies (in consul tation with the organization) or raise funds for an organization that will share the outcomes of the donations

Create a campaign writing letters to the United Nations, government bodies, and other leaders to ask for added resources on the issue

Another option is to support and fundraise for the WE Villages program and help provide communities with the resources to become sustainable. Students can support this program by visiting WE.org/we-schools/program/campaigns to get ideas and resources for taking action.


http://WE.org/ap/global-environment

http://WE.org/we-schools/program/campaigns

http://WE.org/we-schools/program/campaigns

Getting to Know the Topic

Loss of Biodiversity: LocallyOur everyday choices can have an environmental impact. The average American residence uses over 100,000 gallons of water a year, and in 2013, 254 million tons of trash was discarded in landfills or through other disposal methods. In addition, species are dying off at a rate 1,000 to 10,000 times higher than the natural extinction rate—mostly due to pollution, overexploitation, and deforestation. Reducing our use of natural resources by recycling, conserving water and energy, and reducing fuel consumption can directly impact our future and the future of our planet.

4.4Americans produce

of Pou

trndsash

every day—that’s more than

700,000 tonsof garbage daily.

Fast facts Appro ximately 24 million U.S. homes are powered by wind energy.

More than 125 million people in the U.S. liv e in counties where there are unhealthy levels of air pollution, including ozone and particle pollution.

T emperatures in the southwest have increased by almosttwo degrees Fahrenheit in the last century.

Take your researchto the next level!

Check out more info, resources, and stats on local environmental issues at WE.org/ap/local-environment.

Taking Action LocallyWithin their local or national community, students can:

W ork with a local organization working on environmental preservation issues

Organize a clean-up or res toration project at a local environmental site

Create and deliv er an educational workshop to raise awareness about the topic and its local impact with a strong call to action that leads to enacting change

With both their global and local actions, encourage students to be creative with the ideas they develop through their action plans.


http://WE.org/ap/local-environment

Directions:i. Read the document on ecosystem services on the National Wildlife Federation website:

www.nwf.org/Wildlife/Wildlife-Conservation/Ecosystem-Services.aspx

Using your definitions and examples in Table 1, brainstorm examples of how your local ecosystems provide some of these same services. Describe the local ecosystem in the second column and provide an explanation as to how this ecosystem fulfills the ecosystem service in the last column of Table 2.

NAME:

TEAM MEMBERS:

Ecosystem Services—Putting a Price Tag on Nature (1 OF 2)

Table 1: Ecosystem Services of Wetlands

TYPES OF ECOSYSTEM SERVICES

Provisioning

Regulating

Cultural

Supporting

HOW DO WETLANDS FULFILL THIS SERVICE?

DEFINITION EXAMPLE


http://www.nwf.org/Wildlife/Wildlife-Conservation/Ecosystem-Services.aspx

(2 OF 2)

NAME:

TEAM MEMBERS:

Ecosystem Services—Putting a Price Tag on Natureii. Using your definitions and examples in Table 1, brainstorm examples of how your local ecosystems provide some of

these same services.

Table 2: Ecosystem Services in My Community

Provisioning

Regulating

Cultural

Supporting

TYPES OF ECOSYSTEM SERVICES

HOW DO WETLANDS FULFILL THE SERVICE

HOW DO FORESTS FULFILL THE SERVICE

HOW TO OCEANS FULFILL THE SERVICE

DEFINITION


NAME:

TEAM MEMBERS:

Problem Tree (1 OF 1)

In your Problem Tree graphic organizer, start by writing the problem at the center of the tree, and then look at the causes and effects of an issue. Keep digging to go deeper on the issue to find its supporting and root causes.

LEAVES/BRANCHES : EF FECTS These are the results created by the problem. At first, this part of the issue appears easy to tackle, but when leaves and branches are trimmed, they grow back quickly. Consider the multi-layered effects, or “effects of effects,” that can arise when a problem goes unaddressed. Always ask: “Then what happens?” What would be the results of eliminating biodiversity loss?

T RUNK: PROBLEM This is the key issue that’s being studied. Because it’s not as apparent as the leaves, the core problem itself sometimes takes a little longer to identify.

Loss of biodiversity

ROOTS : C AU SES These are the situations or factors that have led to the problem. When exploring the root causes of a problem, ask yourself “Why does this problem exist?” Dig deeper to consider the “causes of causes”—the multiple layers of factors that contribute to a problem. What cause do you believe is most directly related to the core problem of biodiversity loss?

Problem Tree Worksheet: Copyright © 2018 WE. All rights reserved.


NAME:

TEAM MEMBERS:

Needs Assessment (1 OF 1)

The following series of questions helps you to analyze and identify ongoing areas of need within organizations addressing your issue.

1. Identify three organizations working on issues related to the issue your team is working on.

2. What does each organization do well in response to the issue and/or related issues locally?

3. What does each organization do in response to the issue and/or related issues globally?

4. Compare each organization’s approach to tackling the issue and assess the effectiveness of each approach.

5. Identify a criticism of or what’s lacking in each organization’s approach. Site the source and share their argument.

6. What could all three organizations do better?


Solution Tree Worksheet: Copyright © 2018 WE. All rights reserved.

NAME:

TEAM MEMBERS:

Solution Tree (1 OF 1)

In your solution tree graphic organizer, start by rewriting the problem from your problem tree, and reframing it as a goal at the center of the tree. Then consider the different solutions (the roots) and possible outcomes of the solutions (the branches).

LEAVES/BRANCHES : OUTCOMES These are the results created by the solution. Results may appear as straightforward as having achieved goals, but when you consider the ripple effects and outcomes of sustainable results, the impact is far-reaching and long-lasting. Always ask: “Then what happens?”

T RUNK: PROBLEM

T RUNK: GOAL

ROOTS : SOL UTION S These are the actions needed to solve the problem and achieve the goal stated at the center of the solution tree. When exploring solutions, ask yourself “How will this solve the problem?” Dig deeper to think holistically, so that you are looking beyond the short-term and addressing not only the symptoms of the problem but the root causes as well.


NAME:

TEAM MEMBERS:

Reflect: Investigate and Learn (1 OF 1)

Now that you have investigated problems and potential solutions associated with biodiversity loss, think back over what you’ve learned: How can what you are learning in your AP® Environmental Science class support solutions that reduce biodiversity loss locally and globally?

Record your thoughts on the lines below. If you run out of room on this page, use additional paper to write a lengthier response. As you write, think about the questions on the previous page to help shape your reflection:


NAME:

TEAM MEMBERS:

Summarizing Your Investigation (1 OF 1)

Summarize what you have learned from your investigation. Your work may be supported by multimedia or print materials that synthesize and analyze the topic and issue on local and global levels.

When summarizing your investigation, keep the following in mind:

� What are the key takeaways from your investigation on the issue of biodiversity loss? � How are the problems you investigated similar at local and global levels? How are they different? � How are the solutions you investigated similar at local and global levels? How are they different? � Why may your investigation be important to other AP® Environmental Science students?

Alternative ApproachConsider holding an educational event or campaign to raise awareness about the social issue you have studied. Develop your event or campaign with the intent to compel your class (or community) to action. Based on your action, think about what format you would like to use. It may be a public speech at your school or in the community, a newspaper article, a website, a social media campaign, a short story, an artistic display, or another creative approach that you and your team come up with.


Approaches to Taking Action Information Sheet (1 OF 1)

Approaches to Taking Action Information Sheet: Copyright © 2018 WE. All rights reserved.

WHAT IS IT? Personally engaging with and providing hands-on service to those in need (usually in conjunction with an organization).

EXAMPLE GOAL By the end of the semester, we will support a local food bank and shelter by packing and serving food to people in the community. We will also visit our neighboring elementary school and teach a lesson on food insecurity in our community.

ACTIONS • Reach out to local shelters and food banks to arrange a day for the class to visit and provide hands-on support

• Once a date has been decided, make sure students allhave permission to travel to the food bank (if during school hours)

• Connect with teachers/administration at local elementary school and arrange to visit a classroom to teach a lesson to young students on food insecurity

• Create and print worksheets to use with younger students

DIRECT SERVICE

WHAT IS IT? Channeling resources to the needs of a community—locally, nationally, or internationally.

EXAMPLE GOAL By the end of the year, we will create a storage and donation system for local families in need, where they can access furniture and other household items. We will develop a system for donations, pick-ups, and inventory.

ACTIONS • Conduct research into which items are most needed by community members (i.e., bed frames, dining tables, household goods, etc.)

• Reach out to local businesses to try to get a storage space donated

• Connect with school social workers/administration togain their support

• Put up flyers around school and in the community,asking for donations (list specific items needed), including instructions on how/where to donate

• Develop an online database for tracking donations and pick-ups, and maintaining inventory

• Share pick-up information with local shelters, churches, community centers, etc.

• Share the donation system with school social workers, so that they can maintain the project in future years

WHAT IS IT? Educating others about an issue to increase visibility and following up with an action that focuses on enacting change. Actions around advocacy often look like raising awareness, but without a strong call to action within the initiative as a whole. Educating others is not considered service in and of itself.

EXAMPLE GOAL Through an informative art piece, we will educate our school community about the waste created by single-use plastic water bottles, and the impact they have on the environment. Then, we will sell reusable water bottles at school, and the proceeds from the sale will go toward clean water projects in developing countries.

ACTIONS • Research the impact of single-use plastic water bottles around the school and in local community

• Plan out and create a 3D sculpture that incorporatesinformative text on the issue of single-use plastics

• Seek permission from school administration to display the piece in a common area of the school

• Design and order water bottles to sell at school• Research and select an international organization that

focuses on clean water projects • Organize a selling schedule for the water bottles,

donate profits

ADVOCACY

INDIRECT SERVICE


NAME:

TEAM MEMBERS:

Creating the Action Plan

This outline serves as a basic template for your action plan. Use additional space and resources to help you buildout each part with the right amount of detail and flow to ensure you have the strongest action plan that you andyour team can implement with ease. Remember, this is your road map for your service project!

Required Network and ResourcesIn order to complete this goal, our team will need to develop the following network and access the following resources:

Roles and ResponsibilitiesEach team member will take on the following roles and associated responsibilities:

TimelineOur team will use the following timeline to complete tasks and successfully carry out

the action to meet our goal(s):

Network: Resources:

Measures of Success:

Team Goal:


Once your team has completed the major components of your action plan (creating your teams and setting goals, timeline, and network), review the five action planning pitfalls provided below to ensure these have been avoided. Review your plans—individually first, then together as a team. After the review, rework your action plans, if necessary.

1. Setting an unclear goal The first and most important part of any action planis defining the goal, or what you want to achieve. It should be clear and easy to understand, for example, “we want to collect 500 cans of food,” or “we want 200 people to learn about WE Villages.” If the goal is not clearly defined, proper planning will be difficult if not impossible. As a best practice, have a peer from another team review your goal to ensure it is as clear as you hope.

2. Planning unrealistic actions After the goal is set, begin planning the actions necessary to achieve it. It is important that the steps make sense and are achievable. Do not plan unrealistic actions such as working at times that will interfere with schoolwork, overestimating how many people can help out, or planning to go to places that would be difficult for you to reach. Consider each team member’s school and community schedule, such as work and extracurricular activities. Before planning an action, ask yourself, “Is this action realistic?”

3. Rushing the process Do not be too hasty in planning actions. While you may be excited to start, proper planning takes time. The better the planning and organization, the more success you will achieve. Even if it means slowing down to figure out details, do not rush and leave out important steps.

4. Not asking for help Do not be afraid to ask for help. When a network is created, bigger goals can be achieved faster. Reach out to friends, parents, and mentors. People generally enjoy helping, especially if it is for a worthy cause.

5. Not learning from mistakes and giving up too quickly We all make mistakes—it is normal and healthy. Mistakes allow us an opportunity to learn and grow. So, learn from the mistakes. Ask, “Why did this happen?” and “How can I avoid this problem next time?” Actively think about the mistakes and how it will be better the second time around. If something does not go as planned, do not stop!

Five Action Planning Pitfalls Tip Sheet (1 OF 1)

NAME:

TEAM MEMBERS:


NAME:

TEAM MEMBERS:

Reflect: Action Plan (1 OF 1)

Your team now has a plan for taking action globally and locally. Think back over what you have learned: What problems associated with loss of biodiversity does your team’s action plan address? How does your individual role in the plan support your team’s action?

Record your thoughts on the lines below. If you run out of room on this page, use additional paper to write a lengthier response. As you write, think about the questions on the previous page to help shape your reflection:


Student Log Sheet

NAME:

TEAM MEMBERS:

DATE / TIME SPENT

ACTIVITY, DESCRIPTION, AND REFLECTION VERIFIED BY (NAME, ORGANIZATION)


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loss of biodiversity - ap central · loss of biodiversity module for ap® environmental science 3....

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